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Philosophy of education






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    Philosophy of education Philosophy of education Presentation Transcript

    • Philosophy of Education
      Amanda Tame
      Education 526
      December 11, 2009
    • The evolving math classroom
      EMPIRICISM – The traditional classroom
      PRAGMATISM – Recognizing the ever- changing world we live in
      PROGRESSIVISM – Teach to the whole child
      CONSTRUCTIVISM – Students involved in their learning
    • EMPIRICISM – teacher role
      Teacher transmits knowledge to student
      Learning is a one-way experience from teacher to student
      Teacher holds authoritarian role
      Teacher does the majority of the talking
      Lecture format
      Textbook based
    • EMPIRICISM – student role
      Child born as blank slate
      Learning happens to the student – mind is imprinted with new knowledge
      Learning is based on correct answers
      Students take notes
      Don’t ask questions
      Information is memorized
    • EMPIRICISM – My experience
      This was the way my math classes were carried out
      Lecture style
      Little teacher – student interaction
      Notes then individual class work
      No group work or projects
      This was the way I ran my math classes!
      We do what we know…
    • EMPIRICISM – Why not?
      A skill base is achieved through practice and repetition
      Students may know how to do something without knowing why it works or why it is important
      Passive acquisition of knowledge does not lead to being able to know when or how to apply the knowledge
      Problem solving and reasoning skills are not developed
    • PRAGMATISM – change happens
      We live in an ever-changing world and so our approaches should evolve and change as well
      Goal of education is student growth
      Education is not merely a technical venture
      Education should be humanized
      Students should learn why in addition to how
      Biesta & Burbules (2003)
    • PRAGMATISM – change happens
      Offered a new way to think about how students acquire knowledge
      students are not passive
      This is a philosophy of action and interaction
      the student is inherently involved with their environment
      Students learn by interacting with what they are learning and with each other
      Biesta & Burbules (2003)
    • PRAGMATISM – My experience
      This year has been a year of significant change and growth for me:
      New high school building
      New curriculum
      New math delivery program
      Complex Instruction
      New math department chairs
      I have had to embrace the change and learn how to meet the needs of my students in a new way
    • PRAGMATISM – My experience
      I needed to move out of my comfort zone and embrace a new way of teaching
      Move beyond the traditional methods I had adopted from my teachers
      Our math department realized and accepted that what we were doing was not working and that we were not being the most effective teachers we could be
      We wanted to find a new teaching method that was:
      Pushed students to learn math deeply
      Had students work together in groups
      Encourage creative thinking and problem solving
      Embraced all ways of thinking
      We discovered Complex Instruction!
      We applied and received a grant to support this endeavor
      All teachers did a week long training last summer
      We have coaches that observe us monthly
      Each content area meets weekly to plan tasks and share experiences
      The 7 practices of Complex Instruction:
      Assigning Competence
      Teaching Responsibility
      High Expectations
      Effort over Ability
      Learning Practices
      Boaler (2006)
    • PROGRESSIVISM - child focused
      Student’s understanding is the most important thing
      Students must be able to assess their own learning as well as that of their peers
      Responsibility for self and others
      Problem solving
      Critical thinking
      Learning should have value for the student
      Students should be able to interact with their environment
      Olson (2003)
    • PROGRESSIVISM – in the classroom
      Cross-curricular integration
      Teacher is facilitator
      Many types of materials are employed
      Including manipulatives
      Individual as well as group work
      Students can move around the room and interact with other students
      Time is more flexible – pacing is determined by student understanding
      Assessment is done more at the individual level rather than group comparisons
      Labaree (2004)
    • PROGRESSIVISM – My experience
      Student’s understanding is very important
      Move beyond rote learning
      Teacher as facilitator
      I am not the only expert in the room!
      Encourage responsibility for self and others
      Don’t encourage dependence
      Individual as well as group work
      I feel like I’m finding the balance
      Assessment at group and individual levels
      Time is more flexible
      We have already paused and revisited concepts not fully understood
      Cross-curricular integration
      Collaborate with other depts.
      Students assess their own learning
      How to do this?
      Use many types of materials (including manipulatives)
      Lack of resources, creativity?
      Student can move around the room and interact with others
    • CONSTRUCTIVISM – student involvement
      Learning happens when the student interacts with their environment
      Wrong answers are a vehicle to deeper understanding because they trigger deeper reflection
      Students need to be intentional about their learning
      When students challenge each other in groups more learning happens
      Complex reasoning is an indicator of successful learning
    • CONSTRUCTIVISM – students’ experiences
      Interdisciplinary exploration
      Collaboration amongst students
      Experiential learning
      Abdal-Haqq (1998)
      Presented with:
      Materials that captures one’s interest
      Conceptual clusters – Big ideas
      Questions are posed
      Complex situations or problems are tackled
      Activities are student centered:
      Ask their own questions
      Follow through on their own experiments
      Make their own conclusions
      Hanley (1994)
    • CONSTRUCTIVISM – the role of the teacher
      Teacher as a resource
      Everyone in the room can contribute
      Teacher is not the only expert
      Challenge students
      Question previously held beliefs
      Let students’ needs help drive the lesson
      Allow think time
      Student understanding should help guide pacing
      Encourage questioning
      Ask open-ended questions
      Support student autonomy
      Relinquish classroom control
      Use many forms of materials
      Honor the discover y process
      Many vehicles to get to understanding
      Ask for clear communication
      If students can explain their thinking well they have deeply learned
      Hanley (1994)
    • CONSTRUCTIVISM – My experience
      Complex situations and problems are presented to students
      Group work
      CI tasks
      Teacher as a resource
      I am not the one with all of the answers
      Asking open-ended questions
      Scaffold learning
      Let students’ needs drive the pacing
      Re-teach when necessary
      Honor the discovery process
      Allow for messiness while learning
      Interdisciplinary exploration
      Integrate different content areas
      Student reflection
      How do I do this??
      Challenge students by questioning their previously held beliefs
      Ask the right questions
      Relinquish classroom control
      Still working on this
      Many forms of materials
      Time, money, creativity
    • References
      Abdal-Haqq, I. (1998). Constructivism in Teacher Education: Considerations for Those Who Would Link Practice to Theory. ERIC Digest. ERIC Identifier: ED426986. Retrieved on December 11, 2009 from http://www.ericdigests.org/1999-3/theory.htm
      Biesta, G. J. J. & Burbules, N. C. (2003). Pragmatism and Educational Research. Lanham, MD: Rowman & Littlefield Publishers Inc. Retrieved on December 8, 2009 from http://books.google.com/books?hl=en&lr=&id=U5d637yZX9YC&oi=fnd&pg=PP9&dq=pragmatism+education&ots=DbtrpGe7dA&sig=JSQEyP3GFqYt3bIZUK7weM16iVE#v=onepage&q=pragmatism%20education&f=false
      Boaler, J. (2006) “Opening our ideas”: how a detracked mathematics approach promoted respect, responsibility, and high achievement, Theory into Practice, 45(1), 1-11.
      Hanley, S. (1994). On Constructivism. Maryland Collaborative for Teacher Preparation . Retrieved on December 11, 2009 from http://www.inform.umd.edu/UMS+State/UMD-Projects/MCTP/Essays/Constructivism.txt
      Labaree, D. F. (2004). The Trouble with Ed Schools. USA: Yale University Press. Retrieved on December 8, 2009 from http://books.google.com/books?id=aDUDPnKXrqsC&pg=PA129&dq=progressivism+education&lr=&ei=lcsiS5rqKZqIlQSL9cDNCw&cd=1#v=onepage&q=progressivism%20education&f=false
      Olson, D. R. (2003). Psychological theory and educational reform: how school remakes mind and society. Cambridge, UK: Cambridge University Press. Retrieved on December 8, 2009 from http://books.google.com/books?id=3LZIq2tpmtEC&pg=PP1&dq=).+++Psychological+theory+and+educational+reform:+how+school+remakes+mind+and+society.&lr=&ei=5s4iS5DRFZv-lATX5o3JCw&cd=1#v=onepage&q=&f=false